Article published in:
Language and Communication of Asian Diaspora Communities in Europe
Edited by Zi Wang and Florian Coulmas
[Journal of Asian Pacific Communication 31:2] 2021
► pp. 236–259

Translanguaging as ideology: Responding to social and linguistic diversity in the classroom of Japanese as a heritage language schools in England

| University of Stirling | University of Oxford
This paper investigates how ideological orientations shape the programmes and curriculum of Japanese as a heritage language (JHL) schools in England as well as teachers’ practices and attitudes in response to social diversity in such settings. This paper is a result of a linguistic ethnography which explores subjective perspectives constructed locally by people in JHL schools. Japanese communities overseas tend to be regarded as homogenous. However, in the contemporary world of mobility, connectivity and diversity they exhibit heterogeneity. This paper argues that JHL schools emerged as a response to educational needs arising from heterogeneity amongst Japanese migrants and that further diversification is occurring within JHL schools. Consequently, these schools and their teachers need ways to manage diversity in the classroom. Translanguaging is examined as a strategy for inclusion and also as a positive ideological orientation towards differences.
Keywords: Japanese as a heritage language (JHL), heterogeneity, language ideology, one-nation-one-language, kokugo, language separation, inclusion, language practice, translanguaging, conviviality
Published online: 09 October 2020
https://doi.org/10.1075/japc.00066.mul
References

References

Bailey, B.
(2007) Heteroglossia and Boundaries. In M. Heller (Ed.), Bilingualism: A Social Approach (pp. 257–274). New York: Palgrave Macmillan. CrossrefGoogle Scholar
Blackledge, A., & Creese, A.
(2010) Multilingualism: A Critical Perspective. London: Continuum.Google Scholar
(2017) Translanguaging and the body. International Journal of Mulilingualsm, 14(3), 250–268.Google Scholar
Blackledge, A., & Creese, A., with Baynham, M., Cooke, M., Goodson, L., Hua, Z., Malkani, B., Phillimore, J., Robinson, M., Rock, F., Simpson, J., Tagg, C., Thompson, J., Trehan, K. & Wei, L.
(2017) Language and Superdiversity: An interdisciplinary Perspective (WP. 26). Retrieved from Translanguaging and Translation website: http://​www​.birmingham​.ac​.uk​/generic​/tlang​/index​.aspx
Blommaert, J., & Rampton, B.
(2016) Language and Superdiversity. In K. Arnaut, J. Blommaert, B. Rampton, & M. Spotti (Eds.), Language and Superdiversity (pp. 21–48). London: Routledge.Google Scholar
Blommaert, J., & Varis, P.
(2011) Enough is enough: The heuristics of authenticity in superdiversity. Working Papers in Urban Language & Literacies, King’s College London, Paper 76.Google Scholar
Blommaert, J., & Verschueren, J.
(1998) Debating diversity: analysing the discourse of tolerance. London: Routledge.Google Scholar
Brecht, R. D., & Ingold, C. W.
(2002) Tapping a National Resource: Heritage Languages in the United States. ERIC Digest. Retrieved from http://​eric​.ed​.gov​/ERICDocs​/data​/ericdocs2sql​/content​_storage​_01​/0000019b​/80​/1a​/05​/61​.pdf
Chinen, K., & Tucker, G. R.
(2005) Heritage Language Development: Understanding the Roles of Ethnic Identity and Saturday School Participation. Heritage Language Journal, 3(1), 27–59. CrossrefGoogle Scholar
Cook, G.
(2011) Discourse analysis. In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics (pp. 431–444). London: Routledge.Google Scholar
Copland, F., & Creese, A.
(2015) Linguistic Ethnography. London: Sage.Google Scholar
Creese, A., Barac, T., Bhatt, A., Blackledge, A., Hamid, S., Li, W., Lytra, V., Martin, P., Wu, C. & Yagciogu-Ali, D.
(2008) Investigating multilingualsm in complementary schools in four communities – Final Report for the ESRC for Project No: RES-000-23-1180. Retrieved from Birmingham:Google Scholar
Creese, A., & Blackledge, A.
(2010) Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94(1), 103–115. CrossrefGoogle Scholar
(2011) Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. CrossrefGoogle Scholar
(2015) Translanguaging and Identity in Educational Settings. Annual Review of Applied Linguistics, 35, 20–35. CrossrefGoogle Scholar
Doerr, N. M., & Lee, K.
(2009) Contesting Heritage: Language, Legitimacy, and Schooling at a Weekend Japanese-Language School in the United States. Language and Education, 23(5), 425–441. CrossrefGoogle Scholar
Douglas, M. O.
(2005) Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language. Heritage Language Journal, 3(1), 60–82. CrossrefGoogle Scholar
(2006) Nenshooshano tameno Keishoonihongo kyooiku niokeru purojekuto apuroochi wo tsukatta goodo jugyoo no dezain (Application of Project Approach to teach combined classes of young learners of Japanese as a heritage language: Design and Procedure). JHL Journal. Retrieved from http://​www​.colorado​.edu​/ealc​/atj​/SIG​/heritage​/ejournal​/vol1​.pdf
Douglas, M. O., Kataoka, H. G., & Kishimoto, T.
(2003) Keishoogokoo to nihongo hoshuukoo ni okeru gakushuusha no gengo haikei choosa (Survey of the language background of students at hoshuukoo and Japanese language schools). CRIE Review of International Education, 1, 1–13.Google Scholar
Faltis, C., & Jacobson, R.
(1990) Language distribution issues in bilingual schooling Clevedon: Multilingual Matters.Google Scholar
García, O.
(2009) Bilingual Education in the 21st Century. Oxford: Wiley Blackwell.Google Scholar
García, O., & Kano, N.
(2014) Translanguaging as Process and Pedagogy: Developing the English Writing of Japanese Students in the US. In J. Conteh & G. Meier (Eds.), The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol: Multilingual Matters. CrossrefGoogle Scholar
García, O., & Li, W.
(2014) Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan. CrossrefGoogle Scholar
Gravelle, M.
(1996) Supporting Bilingual Learners in Schools. London: Trentham Books.Google Scholar
Heinrich, P.
(2012) Making of Monolingual Japan : Language Ideology and Japanese Modernity: Language Ideology and Japanese Modernity. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Hornberger, N. H., & Link, H.
(2012) Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens. International Journal of Bilingual Education and Bilingualis, 15(3), 261–278. CrossrefGoogle Scholar
Kataoka, H. G., Koshiyama, Y., & Shibata, S.
(2008) Japanese and English Language Ability of Students at Supplementary Japanese Schools in the United States. In K. Kondo-Brown & J. D. Brown (Eds.), Teaching Chinese, Japanese, and Korean Heritage Language Students (pp. 47–76). New York: Lawrence Erlbaum Associates.Google Scholar
Kondo, K.
(1997) Social-psychological factors affecting language maintenance: Interviews with Shin Nisei university students in Hawaii Linguistics and Education, 9(4), 369–408. CrossrefGoogle Scholar
Kroskrity, P. V.
(2006) Language Ideologies. In A. Duranti (Ed.), A Companion to Linguistic Anthropology (pp. 496–517). Oxford: Blackwell.Google Scholar
Lewis, G., Jones, B., & Baker, C.
(2012) Translanguaging: Origins and Development from School to Street and beyond. Educational Research and Evaluation, 18(7), 641–654. CrossrefGoogle Scholar
Li, W.
(2011) Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. jounal of Pragmatics, 43, 1222–1235. CrossrefGoogle Scholar
(2018) Translanguaging as a Practical Theory of Language. Applied Linguistics, 39(1), 9–30. CrossrefGoogle Scholar
MacSwan, J.
(2017) A Multilingual Perspective on Translanguaging. American Educational Research Journal, 54(1), 167–201. CrossrefGoogle Scholar
Martin, P.
(2005) ‘Safe’ language practices in two rural schools in Malaysia: Tensions between policy and practice. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 74–97). Clevedon: Multilingual Matters. CrossrefGoogle Scholar
Martin, P., Bhatt, A., Bhojani, N., & Creese, A.
(2006) Managing Bilingual Interaction in a Gujarati Complementary School in Leicester. Language and Education, 20(1), 5–22. CrossrefGoogle Scholar
Minami, M., Fukuda, S., & Fujiyama, E.
(2002) Goi shuutoku tassei reveru ni okeru daiichi-genngo to daini-gengo no soukansei: keishougo nihongo no kantenkara (Correlation between L1 and L2 in the process of mastery or vocabulary – From the perspective of JHL education). Paper presented at the Annual meeting of the Association of Teachers of Japanese Seminar. http://​www​.colorado​.edu​/ealld​/atj​/SIG​/heritage​/katadougkishi​.html
Mulvey, N.
(2015) Investigation on Japanese as a heritage language schools in England. (Unpublished MA dissertation), University of Birmingham.Google Scholar
(2016) Constructions of Heritage In Japanese As a Heritage Language Schools In England Papers from the Education Doctoral Research Conference 2015 (pp. 77–85). Retrieved from http://​epapers​.bham​.ac​.uk​/2147/
Nakajima, K.
(1988) Nikkei kookoosei no nihongoryoku: Kanada/Toronto no nihongo gakkoo sotsugyoosei no jittai choosa yori (Japanese Language Ability of Japanese Canadian High School Students: From the Study on the Graduates from a Japanese Language School in Toronto, Canada). Ijuu kenkyuu, 25, 1–14.Google Scholar
(2003) JHL no wakugumi to kadai – JSL/JFL to douchigauka. (Challenges of JHL framework – how is it different from JSL/JFL?) Studies in Mother tongue, Heritage language, and Bilingual education, pre-first issue.Google Scholar
Nowicka, M., & Vertovec, S.
(2014) Comparing convivialities: Dreams and realities of living-with-difference. European Journal of Cultural Studies, 17(4), 341–356. CrossrefGoogle Scholar
Otheguy, R., García, O., & Reid, W.
(2015) Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics, 6(3), 281–307. CrossrefGoogle Scholar
Ruiz, R.
(1984) Orientations in Language Planning. NABE Journal, 8(2), 15–34. CrossrefGoogle Scholar
Shibata, S.
(2000) Opening a Japanese Saturday School in a Small Town in the United States: Community Collaboration to Teach Japanese as a Heritage Language. Bilingual Research Journal, 24 (Fall), 465–474. CrossrefGoogle Scholar
Silver, R., Curdt-Christiansen, X., Wright, S., & Stinson, M.
(2013) Working Through the Layers: Curriculum Implementation in Language Education. In Z. Deng, S. Gopinathan, & C. K. -E. Lee (Eds.), Globalization and the Singapore Curriculum: From Policy to Classroom (pp. 151–167). Singapole: Springer. CrossrefGoogle Scholar
Wortham, S., & Reyes, A.
(2015) Discourse Analysis beyond the Speech Event. New York: Routledge. CrossrefGoogle Scholar
Yasuda, T.
(2003) Datsu nihongo eno shiza (Perspectives towards post-Japanese language). Tokyo: Sangensha.Google Scholar
Yi, Y.
(2012) Kokugo to iu shiso: kindai Nihon no gengo ninshiki (The concept of kokugo: Language perception in contemporary Japan). Tokyo: Iwanami shoten.Google Scholar